Try this as a simple exercise: get a piece of paper and try to write down your whole class from memory.

A primary teacher will normally forget between two to four children. These are the invisible children in the class who cause no trouble, may be quiet, introverted or have a difficult home life, but coast under the radar because they always do the right thing.

Inclusion isn't just about the most obvious, such as significant special educational needs (SEN). It's about giving every child the belief that their education is important; that they belong and are seen. It is an embodiment of one of the most important policy initiatives ever developed, Every Child Matters (2003), which aimed to give every child, irrespective of background or circumstances, the support they needed.

Inclusion covers a huge area of school life, so it's important to manage it well. For those that are unsure, inclusion covers special educational needs, gifted and talented, (G&T) pupil premium, English as an additional language (EAL) and safeguarding. It can be bound by bureaucracy, as it is often a government focus, so keeping up to date with the literature coming out of the Department for Education (DfE) is a must for any inclusion managers.

In a classroom, having shared learning experiences and spaces, an active learning environment and a daily routine helps establish a good foundation to include all pupils.

Small gestures for children go a long way too, especially if they have been "invisible" for some time. Getting to know the individuals in your classroom enables you to have a deeper understanding of them and in turn help you get the best outcomes for them academically.

• Recommend a book. An easy place to start is to select a book you think a certain student might like. It could relate to their interests or be connected to their home life. Leave it on their table with a little note about why you thought of it for them.

• Make friendly comments or ask questions. Telling a child that you heard she scored a goal in football or that you saw his dad in the supermarket takes less than five seconds but immediately makes the child feel known. Asking questions such as: "How was your brother's birthday?" lets students know that we have paid attention to them and remember things they have said or shared with us during carpet sessions or in the playground.

• Leave a sticky note or send home a note. Write notes to students on a regular, rotating basis. They don't need to be long; just a quick saying you have noticed something or a reinforcement of something you've seen. "Nayo, I read your story while you were at lunch! Wow, it has a lot of action, and that picture you drew of the main character holding onto the cliff made everything seem so exciting."

• Keep a journal with your students. Use tiny notebooks as "conversation journals" with your class. The tiny size fit their developmental desire to write small and kept adults from writing too much. Write them a brief message, which they can respond to, perhaps in a personal, social, health and economics (PSHE) lesson. A typical exchange might look like this: "Dear Tru, did you get to go the park with Martha? If so, what did you do?" He might write back: "I did get to go the park! We hid on the climbing frame and pretended we were spies." These journals helped teachers stay in touch with students even on days when you haven't had a chance for much of a personal conversation.

With the increase of social and economic need impacting on pupils and their families, it is important to have a good understanding of what individuals in your class may be experiencing and may also give you an insight on how to motivate the disengaged.

By regularly writing your class list from memory, you will develop a clear picture of children to focus on throughout the year and create a class environment where nobody gets left behind or forgotten.

Danielle Egonu-Obanye is an assistant headteacher and inclusion manager at a primary school in east London. She has worked in schools in the city for seven years in both primary and secondary sectors.